SeanHarkeyLBF

__**Executive Summary**__

256 individuals completed an online survey that measured elements of boring and fun experiences. 41.9% of the respondents were male, the other 58.1% were female. The educational experience of all participants ranges from elementary school all the way up through graduate level experience.

__**What makes learning boring?**__

A majority of learners reported that “mumbling” or “monotone” voice was a detracting element producing boredom. For example, Chili Pepper reported that she remembers “sitting in my High School Literature class listening to a teacher mumble on about Julius Caesar.” Statistically, 16 respondents that completed the description of a boring event, reported that the their most memorable boring experience resulted from having an instructor who lacked energy in their voice.
 * 1) Mumbling & Montone**

Students with some college or vocational experience or higher reported that lectures or instructors “lecturing” was a defining factor of a boring experience. For example Space Cadete reported that “It was a boring lecture performed by a top academic who had no evident lecturing or teaching skills. It was devoid of interest. It was a monolog. It was in a large theatre with perhaps 200 students.” 20% of the responses (56 out of 246) listed the “lecture” component as synonymous with a boring experience. Regardless of the size of the classroom (as small as 10 and as large as 200) the lecture experience was listed as a negative experience. Each experience is best described as one where the learner is expected to sit and learn the material with little or no interaction with the instructor and no interaction with peer learners.
 * 2) Lecturing**

A few learners from the whole survey population (7 total) report that a slow-paced learning environment was a major contributor to boredom. For example, chocolate1 reports “He (the professor) was speaking very slowly and taking his time. He stayed on the slide for almost 10 minutes for a little sentence we had to write and it seemed like it took forever.” The classroom experience for the 7 individuals was at the mercy of an instructor who was not only slow at communicating, but also slow at presenting materials for the duration of the course.
 * 3) Slow-paced environment**

A small sample of survey respondents (3 total), all with some college experience or higher, reported that their boring experience was a result to lack of visual integration of the material. Oregonian, for example, reported that, "The presentation was "old school" powerpoint. It had no interesting visuals, and no usable information. It spoke in generalities of the types of issues they were grappling with, but didn't give any substantive direction." Lack of visuals, rather instruction that utilizes lectures is an experience that inspires boredom and disinterest.
 * 4) No Visuals**

__**What makes learning fun?**__

After looking through the results, a majority of the respondents reported that interaction was a key component to making the experience fun. By interaction, I specifically mean interpersonal activities, exercises, interaction with the instructor. 38 individuals total, from the entire spectrum of educational backgrounds, listed that interaction was a crucial component to fun and engaging learning. Courses that incorporate hands-on activities, interaction between class members, and reflect kinesthetic methods are amazing and engaging experiences.
 * 1) Interaction**

Another small sample of survey respondents (3 total), reported that value or importance was important for a fun experience. Having an experience to relate to, or having an instructor that makes the material relevant to your lifestyle is a significant part in the learning process. Why is important to learn the material? Why does it matter? Course content value, depending on the course can make the experience memorable and rewarding.
 * 2) Value**

37 out of the 256 survey results came back reporting that new, exciting, and different course material was a primary component of a fun learning environment. After browsing through a handful of the results from this pool, it is evident that the course content has a lot to do with the fun level of the course. The instructors for these cases tended to "mix things up" there was always a fresh new topic for each class or class week. For example, Appletown Android reported that, "I was attending the Boston, Massachusetts Institue of Clown and Mimes. The second semester included Face Painting 201. This class focused on the ability to both invent, and then creatively paint, a "new" clown face on both yourself as well as other student's faces. As the semester went forward...various themes were focused on...including... the "Sad Face", the "Excited Face", the "Happy Face" and my favorite the "Curious Face."
 * 3) Exciting new material**

11 survey respondents report that a memorable fun experience was largely in part because the instructor had an excellent sense of humor. A joke here and there can never hurt, especially if you are portraying the learning material in a light, happy, and funny way. Mrs. Bee reports, "We were learning personality types (sanguine, phlegmatic, etc.) and the instructor was telling stories about each kind of personality. He would repeat the same senario (i.e. a party) and would tell how each of the four personalities would behave in the situation. It was very funny and very relevant because we all knew people with each personality type and it made it relatable and hilarious." Humor in the classroom lightens the mood and makes the approach to learning a lot less daunting. Who knows, maybe what is considered largely to be "boring" material by most (e.g. Classics) can be turned into a fun learning experience, all with humor and comedy.
 * 4) Comedy/Humor**

__**Implications**__ After looking over the results as a whole, it is evident to the factors that make a boring experience boring and a fun experience a lot of fun. Boring experiences are slow-paced, soporific, lethargic, poorly planned, and largely do not incorporate interaction between audience and instructor as well as audience to audience. Taking the boring and fun experiences into account, I will design course content that is interactive, moderate to fast-paced, and utilizes activities and exercises. I will also design course content that is friendly to attention spans. (50-10 model: learning engagement for 50 minutes and 10 minute mental breaks.) I'd like to think that I have a fairly good sense of humor. If appropriate, I will sprinkle in elements of humor and fun as well.